1376 Nghiên cứu xây dựng nội dung - Tiêu chuẩn kiểm tra đánh giá kĩ năng thực hành môn Điền kinh chuyên sâu cho sinh viên Khoa Giáo dục Thể ch.docx

TRƯỜNG
HỌC
SƯ PHẠM TP HỒ CHÍ MINH
TẠP ĐẠI
CHÍ
KHOA

HO CHI MINH JOURNAL
CITY UNIVERSITY
EDUCATION
OFOFSCIENCE

HỌC

EDUCATION
ISSN:
SCIENCE Vol. 15, No.
1859KHOA HỌC GIÁO DỤC
3100
7 (2018): 89-98
Tập 15, Số 7 (2018): 89-98
Email: ; Website:

A STUDY ON CONSTRUCTING STANDARDS FOR
ASSESSING AND EVALUATING PRACTICE SKILLS FOR
ATHLETICS SUBJECT
OF THE PHYSICAL EDUCATION FACULTY
Phan Thi My Hoa* Le Viet Duc, Nguyen Duc Kim Ngan
Ho Chi Minh City University of Education
Received: 02/5/2018; Revised: 02/6/2018; Accepted: 25/7/2018

ABSTRACT
From a practical need during our teaching process, we have conducted a study on
constructing standards for assessing and evaluating practice skills for students majoring
in Athletics of the Physical Education Faculty, Ho Chi Minh City University of
Education, including 100-metre short distance run, medium distance run (800 metres for
females and 1,500 metres for males), the high jump, the long jump, the shot-put, javelin,
the triple jump and hurdles. The rubrics are strictly set to be in compliance with the
rules and to ensure reliability.
Keywords: content, assessment, evaluation, skills, expertise, Athletics, Physical
Eductaion Faculty.
TÓM TAT
Nghiên cứu xây dựng n i dung - Tiêu chuan kiem tra kánh giá kĩ nǎng
thực hành môn Ðien kinh chuyên sâu cho sinh viên Khoa Giáo
dnc The chat
Tù nhu cau thnc te trong q trình giảng dạy, chúng tơi dã tien hành nghiên cúu
xây dnng nội dung – tiêu chuẩn dánh giá kĩ năng thnc hành môn Điền kinh chuyên sâu
cho sinh viên Khoa Giáo dục Thể chất Trường Đại học Sư phạm Thành phố Hồ Chí Minh
ở các môn: Chạy cn li ngắn 100m, chạy cn li trung bình (800m nữ hoặc 1500m nam),
nhảy cao, nhảy xa, dẩy tạ, ném dĩa, ném lao, nhảy tam cấp, chạy vuợt rào. Các nội dung
dánh giá dược thiet lập tuân thủ chặt chẽ các quy tắc và dảm bảo dộ tin cậy.
Từ khóa: nội dung, đánh giá, kĩ năng, chun mơn, chuyên sâu điền kinh, Khoa
Giáo dục Thể chất.

1.

Introduction

Physical education is both one aspect of a comprehensive education and an
integral part of the education system of the Vietnamese Communist Party and the
Vietnamese government. Human beings are considered as valuable assets of the

1


TRƯỜNG
ĐẠI HỌC
SƯ PHẠM TP
HỒ CHÍ MINH
MINH CITY UNIVERSITY
OF EDUCATION
society;
health
is people’s
precious
capzital. HO
TheCHICommunist
Party and
the
government always care about activities of Sports in general and physical
education in particular, especially of the
*

Email:

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Tập 15, Số 7 (2018): 8998

education of the young generation. Article 41 Constitution of the Socialist Republic of
Vietnam in 1992 mentioned the "regulations of mandatory physical education in schools
and universities" [Congress, 1992]. Circular No. 8387/MOET on 08/09/1999 of the
Ministry of education and training was also issued to implement physical education in
1999-2000.
Physical education in the school is an indispensable task, which always receives
attention from the Party, the government and the educational leaders due to its goal to
improve the structure and function of human body and to educate ethics, intellect, spirit
and aesthetics, etc., to meet the goal of training people for comprehensive development
for the industrialization and modernization of the country. Consequently, the construction
of standards for assessing and evaluating practice skills for students majoring in Athletics
of the Physical Education Faculty, Ho Chi Minh City University of Education is very
necessary and important.
Starting from the above mentioned issues, we have conducted research on the topic:
“A Study on Constructing Standards for Assessing and Evaluating Practice Skills
for students majoring in Athletics of the Physical Education Faculty, Ho Chi Minh
City University of Education”
2.

Methodology and scope of the study

2.1. Research Methods: to solve research tasks, the following research methods are applied:
- Data synthesis and analysis;
- Interview;
- Pedagogical examination;
- Mathematical statistics.
2.2. Research scope
All contents of evaluating academic achievement of students, cohort 9 to 15,
Department of Education of Ho Chi Minh City University of Education, period 2010 2017.

2.3. Research period
The study was conducted from April 2017 to April 2018.
3.
Research outcomes
3.1. Assessing the current state of examining and evaluating professional skills of students
majoring in Athletics of the Physical Education Faculty, Ho Chi Minh City University
of Education (2010 – 2017)
The current state of examining and evaluating professional skills of students
majoring in Athletics of the Physical Education Faculty, Ho Chi Minh City University of
Education is as follows:

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Phan Thi My Hoa et
al.

The in-depth training program for students majoring in Athletics of the Physical
Education Faculty, Ho Chi Minh City University of Education, consists of 4 modules:
semester I of year 2, semesters II and III of year 3 and semester IV of year 4.
Module 1: Teaching Methodology Athletics major 1 (120 periods): Discus throw,
High jump ‘back through the bar’, Methodology of curriculum design and teaching in
Athletics (advanced)
Module 2: Teaching Methodology Athletics major 2 (120 periods): Hurdles 100mH, Triple jump, Discus throw.
Module 3: Teaching Methodology Athletics major 3 (120 periods): Short distance
run-100mR, Medium distance run - 800mR, High jump, Long jump, Shot-Put, Arbitration
methods.
Module 4: Teaching Methodology Athletics major 4 (60 periods): Fields of

expertise (choose 1 of 5 contents: 100mR, 1500mR, High jump, Long jump, Shot-put),
Theory of Athletics.
Based on the results of the assessment of the professional skills of students
majoring in Athletes of the Physical Education Faculty, Ho Chi Minh City University of
Education from 2010 to 2015, we found that the program had all the basic subjects in
Athletics, the technical examination and assessment process for all subjects is not
seriously conducted. There was also a lack of correspondence between theory and
practice and of correlation between technical scores and performance scores.
Furthermore, the process was not comprehensive enough to measure all groups of skills.
Besides, the Physical Education Faculty, Ho Chi Minh City University of Education does
not have their own standard rating system. The current rating system is based on a
number of other universities (such as the University of Physical Education and Sports) to
evaluate students’ learning outcomes. Therefore, transparency and objectivity have not
yet been demonstrated and the reliability and validity of assessment activities have not
been established.
In terms of students’ learning activities, most Athletics major classes are not fully
enrolled. Students are psychologically reluctant to study Athletics due to the nature of this
subject, i.e. learning activities are performed outdoors with extensive exposure to direct
sunlight. In addition, this subject requires perseverance, high spirit, exertion and activity.
Physical exercises can cause fatigue and they require students to complete numerous
activities. As a result, it’s difficult for students to make high academic achievement and
the scores of this subject are often lower than those of other subjects.

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3.2. Constructing standards for assessing and evaluating practice skills for students
majoring in Athletics of the Physical Education Faculty, Ho Chi Minh City University
of Education

•

•
•
•

In order to address the research objectives, during the study, we conducted the
following tasks:
Based on the regulations of the Ministry of Education and Training, the training
objectives, the current state and students’ competency at Ho Chi Minh City University of
Education, the Physical Education Faculty should change the assessment standards of
performance skills for the students of the faculty, including skills related to Javelin, High
jump, Hurdles, Triple jump, Discus throw, Short distance run, Medium distance run,
Long jump, and Shot-put:
The assessment criteria of Athletics must fully reflect the four skill groups: theoretical
knowledge of sports, the knowledge of curriculum design and lesson plans, organizing
methods of competitions and arbitration, skills of sports and competition strategy;
The correspondence between theory and practice should be enhanced;
Assessment and evaluation standards should include techniques and performance;
Performance scores should be determined according to students’ level and ability.
Figure 1. Marking rubrics and guidelines for semester I and
No.

Subjects

Guidelines

Criteria

Score

Technical performance (1-10 points)
Technique
deduction

1.

Javelin

A:

no

point

Technique B: deduct 1 point for
every mistake
Technique C: deduct
for every mistake

2 points

Technique D: deduct
for every mistake

3 points

-Run-up skill
-The
"Pre-Delivery
Stride" skill

30%

-Technical coordination skill

Technique F: deduct 5 points for
every 3 mistakes
2.

High jump

- Student’s performance is scored
based on athletics rules (marking
rubric)

5

-

Running-jump skill

-

“Push-off” skill

-

Clearing-the-bar/

60%


TẠP CHÍ KHOA HỌC - Trường ĐHSP TPHCM

Phan Thi My Hoa et
al.

- Technique (deduct 1 point for
every single mistake)
Attendance and
practice

3.

Bar-rotation skill
-

Landing-on-the-mat skill

- Full attendance: 5%

10%

- Active practice: 5%

From the above background and requirements, we have developed standards for
assessing and evaluating basic skills for athletes.
The rubrics for Semester I to Semester IV are presented in figure 1 – 4.
Figure 2. Marking rubrics and guidelines for semester II
No.

Subjects

Guidelines

Criteria

Scores

Technical performance (1-10 points)
Technique
deduction

1.

Hurdles

A:

no

point

- “Takeoff”-skill

- leaping-over-the obstacles
skill
Technique B: deduct 1 point for every
- Maintaining- speed-while
mistake
jumping- over-theTechnique C: deduct 2 points for
obstacles skill
every mistake
- Clearing-hurdles and
Technique D: deduct 3 points for
finishing skill
every mistake

30%

Technique F: deduct 5 points for
every 3 mistakes
- Running-jump skill
2.

3.

4.

Tripple
jump

Discus
Throw

Attendance and
practice

- Push-off skill
- Student’s performance is scored based
on athletics rules (marking rubric)

- Technique coordination
skill

- Technique (deduct 1 point for every
Swinging
single mistake)
spinning skills

and

60%

Releasing skill
Technical coordination
skill
-

Full attendance: 5%

-

Active practice: 5%

6

10%


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Tập 15, Số 7 (2018): 8998

Figure 3. Marking rubrics and guidelines for semester III
No.

Subjects

Guidelines

Criteria

Scores

- Starting
skill
Accelarating skill

1.

- Achieving and
maintaining
maximum
and

sub-maximum
velocity skill

100mR

- Finish
skill

line

- Running jump
skill

2.

3.

- “Push off” skill

High jump “back
through the bar”

- Clearing
the
bar/ Bar rotation skill
- Student’s performance is
scored based on athletics rules
(marking rubric)

- Technical

coordination skill

- Technique (deduct 1 point
for every single mistake)

- Body
positioning skill
- Shot delivering skill

Shot-put

- Technical
coordination skill

4.

5.

- Starting
and
accelerating skill

800mR
(women) and
1500mR (men)

- Running- break-line
skill
- Speedmaintaining skill
- “Takeoff”speed skill

Long jump

- Pushing-offthe-board skill

7

60%


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Phan Thi My Hoa et
al.
- Flying-over- the-pit
skill
- Technical coordination
skill

6.

Athletics theory

7.

Attendance and
participation

- Know how to organize competitions
and to apply arbitration methods in

accordance with the current
athletics rules
-

Full attendance: 5%

-

Active practice: 5%

- Arbitration methods
and foundation
subjects

30%

10%

Figure 4. Marking rubrics and guidelines for semester IV
No.

1.

2.

Subjects

Electives

Theory

Guidelines
Student’s performance is scored based on athletics rules
(marking rubric)
Technique (deduct 1 point for every single mistake)

Criteria

Sco

- Performance in
electives

30

Complete all curriculum design and development
Curriculum design.
(syllabus, lesson plan, arbitration methods, competing
Lesson planning
methods) (50%)
Implementation of lesson plan (i.e., content, methodology, Organization of
competition and
facility and equipment, organizing) (25%)
arbitration methods
Know how to organize competitions and to apply
arbitration methods in accordance with the current
athletics rules

8

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Figure 5. Scoring for athletics
Subjects

Gender

Scores
10

9

8

7

6

5

4

3

2

1

12”2

12”5

12”7

13”

13”3

13”6

13”9

14”2

14”5

14”8

Women

14”8

15”

15”2

15”5

15”8

16”1

16”4

16”7

17”

17”3

1500mR

Men

5’05

5’10

5’15

5’20

5’27

5’34

5’41

5’48

5’55

6’02

800mR

Women

2’54

300’

306’

3’13

3’20

3’27

3’34

3’41

3’48

3’55

High
jump
(back
through
the bar)

Men

1m65

1m60

1m55

1m50

1m45

1m40

1m35

1m30

1m25

1m20

Women

1m40

1m35

1m30

1m25

1m20

1m15

1m10

1m05

1m00

0m95

Shot-put
5kg

Men

9m40

9m10

8m80

8m50

8m20

7m90

7m60

7m30

7m00

6m70

Shot-put
3kg

Women

8m40

8m10

7m80

7m50

7m20

6m90

6m60

6m30

6m00

5m70

Men

5m55

5m40

5m30

5m15

5m00

4m80

4m60

4m40

4m20

4m00

Women

4m20

4m05

3m95

3m80

3m65

3m50

3m35

3m20

3m05

2m90

Men
100mR

Long
jump
Hurdles
55m

Men

8”1

8”4

8”7

9"0

9”3

9”7

10”0

10”3

10”5

10”7

Hurdles
50m

Women

8”6

8”9

9”2

9”5

9”8

10”1

10”4

10”7

10”9

11”01

Men

27

25

23

21

19

18

17

16

15

14

Women

20

19

18

17

16

15

13

11

9

8

Men

27

26

25

24

22

21

20

19

18

17

Women

22

21

20

19

18

17

16

15

14

13

Men

11m00

10m85

10m70

10m50

10m35

10m10

9m90

9m70

9m50

9m30

Women

9m00

8m85

8m75

8m50

8m35

8m10

7m90

7m70

7m50

7m30

Javelin

Discus
throw

Triple
jump

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TẠP CHÍ KHOA HỌC - Trường ĐHSP TPHCM

4.

Phan Thi My Hoa et
al.

Conclusion
Based on the results of the project, the following conclusions can be drawn:

In order to improve the quality of training for Physical Education teachers and to
meet the current social requirements, Athletics majors should be evaluated according to
four groups of skills: discipline theory, knowledge of curriculum design and lesson plans,
competitions and arbitration methods, skills of sports and competition strategy.
The program had all the basic subjects in Athletics, the technical examination and

assessment process for all subjects is not seriously conducted. There was also a lack of
correspondence between theory and practice and of correlation between technical scores
and performance scores. Furthermore, the process was not comprehensive enough to
measure all groups of skills. Besides, the Physical Education Faculty, Ho Chi Minh City
University of Education does not have their own standard rating system. The current
rating system is based on a number of other universities (such as the University of
Physical Education and Sports) to evaluate students’ learning outcomes. Therefore,
transparency and objectivity have not yet been demonstrated and the reliability and
validity of assessment activities have not been established.
Based on common backgrounds, we have constructed assessment standards and
evaluating practice skills for students majoring in Athletics of the Physical Education
Faculty, Ho Chi Minh City University of Education
It is possible to use the standards for assessing and evaluating practice skills for
students majoring in Athletics of the Physical Education Faculty, Ho Chi Minh City
University of Education

Conflict of Interest: Authors have no conflict of interest to declare.

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Nguyen Ky Anh. (1992). Vietnam youth – SOS (health and physical education in schools). Hanoi:
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The Ministry of University, Secondary and Vocational school. (1898). Physical Education program
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Duong Nghiep Chi. (1998). Sports measurement. Hanoi: Sports Publisher.
Duong Nghiep Chi, Nguyen Kim Minh, Pham Khac Hoc, Vo Đuc Phung, Nguyen Đai Duong,
Nguyen Văn Quang, Nguyen Quang Hung (2000). Athletics Textbook. Hanoi: Sports
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Tran Thi Nguyet Dan. (2001). Developing indicators of physical development level of Central
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Pham Minh Hac. (1995). Investment in education is investment for development. Education and
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Do Vinh, Huynh Trong Khai. (2008). Statistics in sports. Hanoi: Sports Publisher.

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